Factors affecting a face-to-face learning event

BackgroundPharmacy professionals have multiple opportunities to attend learning events run by a series of providers. However, there has never been a large-scale evaluation of events. Currently, formats of learning sessions differ by provider with no optimum model identified. Pharmacy Education South London was formed in April 2014 for the provision of education and training for pharmacy professionals in South London, running sessions multiple times across various locations. ObjectiveThe objective of this work was to identify factors that influence the perceived success of a face-to-face supplementary education and training event from the perspective of attendees. MethodsEvaluation forms from 600 participants at training events followed by semi-structured individual interviews with 11 participants. Key findingsParticipants over 55 years were more likely to attend lecture style events versus those aged under 25 years who attended more workshops (P < 0.001); there was no correlation with gender. About 57.3% (n = 344) of participants agreed fully that the event increased their understanding of the topics, although only 38.5% (n = 231) stated that it would change their practice. Themes influencing an event fell into three broad themes: personal reasons affecting attendance, success factors for the session and application of learning, all with related subthemes. Subthemes included commitments, convenience, awareness, topic and personal relevance, content and delivery and reference, review and action. ConclusionsIn publicising events, the topic, including the driver for the topic and the skills that will be obtained, the speaker and their experience plus how learning can be applied after the event should be included.